To make the most of the morning course design session on day three, we ask that you come prepared having completed the following tasks.
collect, review, and bring sample course materials with you to day three of the program (e.g., previous course syllabi, former assignments, old exams/tests, sample student work). These may be helpful reference tools (paper or electronic).
think about the different assessment strategies and methods you have experienced, implemented yourself, or observed others doing. Bring your ideas to share with others
review the ADDIE instructional design model. Browse the questions associated with each section, and answer those that reflect your context. You do not have to answer all of them
prepare a concept map* to help you identify course content and begin to connect how various course components come together. To guide you in developing your map, click on this One-Day Concept Mapping Worksheet.doc and this set of PPT slides from our four-day Course Re/design Institute. The PPT slides highlight some key points from the linked six-page summary on concept maps by Joseph Novak. Both are useful tools.
bring your draft concept map and your responses to select questions of the ADDIE instructional design model to day three of the program (August 17).
If you prefer to use your computer versus paper and pencil for this mapping exercise, here are some mapping tools to explore : (1) VUE (Visual Understanding Environment) | http://vue.tufts.edu/ (2) Cmap | http://cmap.ihmc.us/ , (3) Mindmiester | http://www.mindmeister.com/
Time and interest permitting we recommend that you take the Teaching Perspectives Inventory by Pratt and Collins (2001) and read Parker Palmer's short article titled "Good Talk About Good Teaching." Both provide food for thought on the meaning of teaching and what's important to you in terms of your instructional and philsophical approach. The inventory link provides background information about the tool, the authors, a link to the instrument and more.
Course Design Preparations
To make the most of the morning course design session on day three, we ask that you come prepared having completed the following tasks.
Time and interest permitting we recommend that you take the Teaching Perspectives Inventory by Pratt and Collins (2001) and read Parker Palmer's short article titled "Good Talk About Good Teaching." Both provide food for thought on the meaning of teaching and what's important to you in terms of your instructional and philsophical approach. The inventory link provides background information about the tool, the authors, a link to the instrument and more.
Teaching Perspective Inventory
Good Talk about Good Teaching